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- Ahmeti, Bardha, et al.
(författare)
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Exploring the Adoption and Effectiveness of Architecture Decision Records in Agile Software Development: An Action Research Study
- 2023
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Ingår i: Proceedings of the 11th ACM Celebration of Women in Computing: womENcourage™ 2023.
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Konferensbidrag (refereegranskat)abstract
- Software development companies have a need to document and communicate their software architecture decisions. While a lot of research has been done on software architecture decision documentation, there exist few established practices that are applied in industry. In recent years, a markdown-based approach called Architecture Decision Records (ADRs) has been proposed. There is little empirical evidence and research on how Architecture Decision Records are used in practice. This study applies an action research method to investigate the challenges in documenting architecture decisions and the use of ADRs in practice. We found challenges within the areas culture and organisation, tacit knowledge, documentation process and tools. We introduced ADRs at a company over the course of two months, and observed advantages and challenges of using them. We found that ADRs are perceived as useful by development teams. ADRs hold promise for enhancing documentation practices, facilitating decision-making, and promoting a documentation culture within software development teams. However, sustained efforts are necessary to drive the implementation, refine guidelines, and provide ongoing support to fully leverage the benefits of ADRs and ensure their successful integration into team workflows. Practitioners raise concerns about documenting too much or too little, prioritization, placement, and maintaining documentation up-to-date.
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| 2. |
- Johansson, Anders, 1987-
(författare)
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Uniformity in physics courses and student diversity : A study of learning to participate in physics
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis describes an investigation of participation and achievement in undergraduate physics courses with a discourse analytical lens. Issues of unequal participation have been a growing concern for the physics education research community. At the same time, these issues have not been explored to any large extent using already developed theoretical tools from fields of social science and humanities. This thesis builds on earlier studies in physics education research but crosses disciplinary boundaries to bring in perspectives from gender studies. The two papers use a discourse theoretical framework to explore what it might mean to participate in physics, whether that is one’s primary subject or not, in courses in electromagnetism and quantum physics. A general conclusion that can be drawn from these empirical studies is that physics courses may often be taught from a narrow physics perspective, and that this may limit the possibilities for identification for many students. For instance, engineering students whose main area was not physics failed to see much significance in studying electromagnetism and then just “studied to pass”. Additionally, students on physics programmes may find that the limited positions in quantum physics which can be characterized as mainly focused on “calculating”, are hard to reconcile with their interest in physics. Using a discourse perspective, I broaden this critique to a discussion of the culture of physics: What does it mean to become a physicist and what physics culture follows from different “productions” of physicists? These results inform continued research in physics education by raising issues of identity and providing critical frameworks for exploring them. They also point to the importance of including broad views of physics in courses. Critically examining participation in physics, this thesis aims at widening the discussion and provide new ways to talk about these issues in physics education research.
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| 3. |
- Samuelsson, Robin, 1989-
(författare)
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Reasoning with thermal cameras : Framing and meaning-making in naturalistic settings in higher education
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this Licentiate thesis, framed by the Resources framework and Social semiotics, I explore how students and instructors, investigating thermal phenomena with IR cameras, come to conceptually and epistemologically frame the naturalistic settings they participate in. Additionally, I look at how they productively employ resources , what barriers they encounter while reasoning about the thermal phenomena and how the semiotic resources of the IR camera relate to the framing and resources employed in their investigations.The thesis is based on three groups of participants: two chemical engineering students and their two lab instructors (PhD students) in a calorimetry lab part of a unit on thermodynamics in a chemistry introduction course, and primary school teacher students in a physics unit on thermodynamics that is part of a course on science. The engineering students and their instructors were studied in a chemistry lab involving the Born-Haber cycle and enthalpy change of solution for some salts. The primary school teacher students were studied in a classroom where they had just had a class on heat transfer. Data was collected through video recording and subsequently transcribed.The analysis is qualitative and contextual and is mainly based on multimodal conversation analysis with a special focus on the types of talk used and the resources employed, through the concepts and examples used by the participants when they are investigating a thermal phenomenon.The thesis contributes with situated knowledge claims that include:- that the semiotic resources of an IR camera afford attention to thermal aspects (red, white and blue), measurement (the temperature values) and spatial movability (the form of the camera). The colors of the camera and the temperatures affect the conceptual framing (the students use of the concepts of heat and temperature) and the numbers and form affect the epistemological framing (what they do and how they do it). Other aspects affecting the two types of framing are also found.- that given a sequence of anchoring situations and experiments and some chosen teaching content, if the situations share some common teaching content and are sufficiently proximate, it is possible for the participants to conceptually frame the sequence coherently.- that both disciplinary and everyday based resources may act as both barriers and productive resources within the same reasoning process.Also, some productive resources and/or barriers in the reasoning processes are identified for each of the three groups.
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